Since March 11th of 2019, the pandemic multifaceted and created unprecedented challenges in everyday life of people and societies, particularly regarding issues of age, gender, ethnicity and disability. Provision of education caused major disruption across the globe. School closures worldwide in spring 2020, identified digital technologies, digital competences, new partnership in intersectional and transnational fields approaches as a central in education for rethinking the delivering of various forms of education, supporting provision of it as a basic human right. Sweden was one of the few countries that decided to keep preschools and compulsory schools open during the pandemic, recognizing the necessity of the Lockdown just for secondary/gymnasiums and higher education institutions. Municipalities got the right to coordinate physical and remote education for pre-school and compulsory schools in accordance with local pandemic conditions. The data around the pandemic effect on the students with special educational needs (SEN) and AAC users is rather limited and fragmented. Despite fragmented character of the data, most of the statistical and thematic reports emphasize that the pandemic disproportionally and negatively affected vulnerable groups of learners, such as a high level of school absence of students with SEN, poor health conditions among them, etc. The presentation will be based on analysis national Skolverket, SPSM (Specialskolmyndigheten), etc. reports.